I agree with David's suggestion about you extending the
invitation to your colleague first. Do you all have clear ideas
about what core 'good practices' are already established for
your subject's grade and ability groups? I'm always surprised
at the number of times people are doing things that we're not
supposed to be still doing or not implementing practices that
we are supposed to be. That said, it's a valuable exercise
just to see things that are working but not on the 'good
practices' radar in the area.
On 11/16/14, David wrote:
> That is a tricky situation. Technically, it could be
> considered an evaluation which we are not supposed to do.
> On the other hand, I always welcome ideas from my
> colleagues to consider ways to improve my teaching
> (although I do not always implement their suggestions).
> For your colleague, I would focus on the positive and wait
> to see if she asks for ways to improve her teaching. It is
> a challenge when your colleague is overly sensitive to
> suggestions. I would also invite your colleague to watch a
> lesson from you in order to give you feedback or, even
> better, get ideas from you this way. You may want to
> extend this invitation before you go to observe her.
>
> On 11/16/14, Tina wrote:
>> My principal has started a teaching inquiry at our school
>> which involves teachers observing their teaching
> partner(s)
>> teaching a math lesson and giving feedback and advice. My
>> teaching partner is pretty stressed and quite sensitive
> to
>> criticism of any kind. I don't want to upset our working
>> relationship. Does anyone have any experience with this?
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